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‘Providing students with the opportunity to:  choose needs or issues in the community that connect to the course content  dialogue with stakeholder in framing and defining the problem and action  engage in problem posing education around the social, political and economic issues that arise in the service-learning experience’ (Rosenberger, 2000:40)

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Tutors Teachers Pupils Students Strengthened links with partnership schools; Professional Development Professional development; Support for new ideas Motivation: rich contextualised learning Greater interest: Change the ‘ecology of learning’ Learning Community

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 What do students get out of diverse placements / global learning?  How is a placement in a developing country different to that in a developed country?  Is one more valuable than the other?  What might be arguments for local vs. global placements (of this diverse nature)?  What are the advantages of group over individual placements?  To what extent should the student research the context they are visiting?

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 I think it’s really important for young people to know what’s going on in the world  Having a global dimension to my education is totally pointless and would detract from my important learning  Global learning is absolutely essential for the development of myself and those that I teach  Global learning is a low priority issue on the scale of what is important in my life and my work  Whilst creative thinking is important there are things which take a higher priority  Global education adds to pupil learning  I think global learning is significant but honestly don’t know if it is more or less important than Maths or English  Young people should be aware of different perspectives  Global learning is too complex to engage with  Incorporating global learning is beyond the role/scope of being a teacher  I hate the whole idea of teaching about global learning  Whilst global perspectives in learning could be important, the concept may need further clarification to be usefully applied to the curriculum  I am very passionate about global education  Global learning is possibly one way to promote critical thinking

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 Barr, I (2005) In the situation of Others. The final evaluation report on the DFID initiative on embedding the Global Dimension in Initial Teacher Education (Unpublished Report)  Rosenberger, C (2000) Beyond empathy: Developing critical consciousness through service-learning in O’Grady Integrating service learning and multicultural education in colleges and universities, New Jersey: Lawrence Erlbaum pp23-44